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K7: Knowledge of basic personal support needs of students with DCD (including the medical complications and implications of tube feeding, catheterization, seizure management, and CPR).
S1: Basic knowledge of how to effectively use and maintain orthotic, prosthetic, and personal assistive and adaptive equipment.
S2: Familiarity with the use of recommended mobility techniques for supporting students with DCD.
S3: Familiarity with strategies used to support the self-care, health, and safety needs of students with DCD.
S4: Familiarity with basic emergency and accident procedures useful with students with DCD.
S8: Familiarity with the use and maintenance of alternative and augmentative communication systems appropriate for students with DCD.
In Unit 3, you will gain an understanding and become familiar with basic strategies and techniques that are used to support students with DCD. These strategies include how to use and maintain adaptive equipment and how to assist students with mobility, self-care, health, safety, and personal support needs. Communications systems and basic emergency and accident procedures will also be reviewed.
In Lesson 1 and the related concepts for that lesson, you will learn the following four key activities for supporting students with DCD:
In Lesson 2, you will learn the definition of assistive technology and how students with DCD may benefit from the use of assistive technology devices. In addition, you will learn the roles of the paraprofessional and other education team members in understanding the need for, the use of, and the support required for assistive technology and adaptive equipment for students with DCD. Lesson 2 also has a facilitated activity that focuses on the development of resources for a student with DCD and applies the knowledge and understanding gained from this unit.
Upon completion of this unit, you will be able to:
Minnesota Department of Education. (2004). Promising practices for the identification of individuals with development disabilities (draft) (Developmental Cognitive Disability Manual). Retrieved March 21, 2007, from http://www.nesc.k12.mn.us/special_ed/manuals/
A portion of the information is used with permission from:
Institute on Community Integration. (n.d.). Para eLink Core Competency Area 3: Assessment, Diagnosis, and Evaluation, Unit 3.1, Introduction to Evaluation. Minneapolis: University of Minnesota. Retrieved June 27, 2006, from http://ici2.umn.edu/elink/3k1b/c3k1b_1.html
Institute on Community Integration. (n.d.). Para eLink Core Competency Area 3: Assessment, Diagnosis, and Evaluation; Core Competency Area 4: Instructional Content and Practice; and Core Competency Area 5: Supporting the Teaching and Learning Environment. Minneapolis: University of Minnesota. Retrieved June 27, 2006, from http://ici2.umn.edu/elink/general/c3_units.html, http://ici2.umn.edu/elink/general/c4_units.html, and http://ici2.umn.edu/elink/general/c5_units.html
Minnesota assistive technology manual.
Parents, Let's Unite for Kids (PLUK) and Federation for Children with Special Needs. Family guide to assistive technology. http://www.pluk.org/AT1.html
A portion of the information was used with permission:
Institute on Community Integration. (n.d.). Para eLink Core Competency Area 5: Supporting the Teaching and Learning Environment, Unit 2: Lesson 4: Role of the Paraprofessional. Minneapolis: University of Minnesota. Retrieved June 30, 2006, from http://ici2.umn.edu/elink/5k2c/c5k2c_4.html